ABSTRACT

“Fast Feedback” is a feedback system for primary student writing. Developed in line with a Writer(s)-Within-Community model, and empirical research in the fields of writing instruction, feedback and self-regulation, this system uses individualized goals and focused feedback in the expectation that it will accelerate student progress. In 2015 nine teachers were asked to trial Fast Feedback, in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and compared with equivalent data from students at a control school. A student survey and teacher interviews were also used. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Data analysis suggests that process-oriented goals were most effective, and that the addressing of transcription skills was critical. Teachers observed that Fast Feedback was motivating for students, and encouraged student independence.

摘要

“快速反馈”是针对小学生写作的反馈系统。该系统根据作家内部社区模型开发，并在写作指导，反馈和自我调节领域进行了实证研究，该系统使用个性化目标和集中反馈，以期加快学生的学习进度。2015年，九名教师被要求在惠灵顿三所学校的七个教室中试用“快速反馈”。收集了136名学生的成绩数据，并将其与对照学校学生的等效数据进行了比较。还使用了学生调查和老师访谈。数据分析显示，治疗组的进展明显优于对照组（ES 0.5）。它还揭示了各个教室之间的差异性。数据分析表明，面向过程的目标是最有效的，而转录技能的解决至关重要。教师观察到“快速反馈”正在激励学生，并鼓励学生独立。